EBLIP8 Presentations

8th International Evidence
Based Library and
Information Conference
The full program can be found at http://eblip8.info

Denise
Koufogiannakis
University of Alberta
Virginia Wilson
University of
Saskatchewan
Lorie Kloda
McGill University
Canadian LIS faculty research:
Linked to library practice?
8th International Evidence Based
Library and Information Conference
Brisbane, Australia | July 6, 2015
3

◼Appears to be a disconnect between research and practice (McKechnie,
Julien, & Oliphant, 2008; Turner, 2002; Wilson, 2003)
◼Transition from “library” to “information” schools
(http://ischools.org/members/directory/)
◼Doctoral research in librarianship declining (Finlay, Sugimoto, Li, & Russell,
2012), more interdisciplinary (Luo, 2013)
◼Are library and information studies programs preparing students for
practice?
◼Collaboration between practitioners and researchers proposed as one
way of bridging the gap
(e.g., Cruickshank, Hall, & Taylor-Smith, 2011; Ponti, 2010)
BACKGROUND
4

To what extent is LIS faculty research in
Canada related to libraries or the
practice of librarianship?
RESEARCH QUESTION
5

◼Content analysis
◼Journal articles published between
2008 to 2012
◼Current permanent faculty at all 8 Canadian
schools granting ALA-accredited Master’s
degrees
▪Alberta, British Columbia, Dalhousie, McGill, Montreal,
Ottawa, Western
METHODS & SAMPLE
6

◼Searched 5 bibliographic databases
▪ LISA, LISTA, Library Literature, Scopus, Web of
Science
◼Searched 103 faculty members (in author field)
◼Excluded non-journal publications, editorials,
conference proceedings when possible
METHODS: DATA COLLECTION
7

Metadata
▪ Language
▪ Year
▪ Authors
▪ Journal title
Data extraction
▪ Research?
▪ Librarianship?
▪ Domain(s) of librarianship
▪ Type of librarian or library
setting(s)
▪ Subject being studied (unit
of analysis)
▪ What is this article about?
▪ Practitioner author?
METHODS: DATA ANALYSIS
8

Flow diagram of
included journal
articles
DATA
ANALYSIS
Records identified through
database searches
n=1177
Records after duplicates
removed
n=639
Records remaining after
initial screening for false hits
n=423
Articles included in content
analysis
n=423
Final number of articles
included
n=304
Records excluded (false hits)
n=216
Articles excluded (out of
scope, duplicate, no full text)
n=119
9

University Number of
articles
Number of
faculty
Mean number
of
articles/faculty
Western 66 21 3.1
McGill 65 11 6.5
Toronto 59 23 2.6
Montréal 57 16 3.6
FINDINGS: ARTICLES BY SCHOOL
10

Journal All included
articles
Research
articles in
librarianship
JASIST 33 20
Documentation et bibliothèques 13 1
CJILS 12 11
First Monday (Open Access) 10 1
FINDINGS: TOP JOURNALS
11

FINDINGS: RESEARCH & LIBRARIANSHIP
12
Total
Articles
Research
Articles
Research Articles in
Librarianship
304 218
(72% of total)
142
(65% of research articles)
(47% of total)

Domain All included
articles (N=304)
Research articles
in librarianship
(n=142)
Information access &
retrieval
92 72
Collections 25 21
Professional issues 25 11
FINDINGS: LIBRARIANSHIP DOMAINS
13

Type of librarianship All included articles
(n=304)
Research articles in
librarianship (n=142)
Public (only) 26 14
Academic (only) 18 13
School (only) 6 2
Academic + Public 3 3
FINDINGS: TYPE OF LIBRARIANSHIP
14

Subject (unit of analysis) Research articles in
librarianship (n=142)
Systems 61
People 46
Information sources 34
Library/information centres 14
FINDINGS: SUBJECT OF THE STUDY
15

FINDINGS:
TITLE
WORD
ANALYSIS
http://bit.ly/LIStitles
Sinclair, S., & Rockwell, G. (2015). Cirrus. Voyant. Retrieved
March 5, 2015 from http://voyeurtools.org/tool/Cirrus/ 16

Total
articles
Unique
co-authors
Unique
librarian
co-authors
Unique
library tech
co-authors
Papers with
librarian/libtech
co-authors
304 287 24 1 20
ARTICLES CO-AUTHORED BY
LIBRARIANS
17

◼Snapshot of a 5-year period
◼Limited to journal article publications
◼LIS programs are not solely taught by permanent
faculty members
LIMITATIONS
18

◼A majority of the research by Canadian LIS faculty (65%)
was about librarianship related topics.
◼Research touched on all librarianship domains, especially
information access and retrieval
◼Articles that were both research and about librarianship,
were generally not about a particular type of library or
librarian (e.g., public, academic)
◼Very few journal articles were co-authored with librarians
CONCLUSIONS
19

Towards a teaching library
Connecting academia and the profession
Dr Suzana Sukovic
St. Vincent’s College, Potts Point (Sydney)
@suzanasukovic
EBLIP8, Queensland University of Technology
6 June 2015

https://skiingthroughlife.files.wordpress.com/2010/02/124
7574_79127982.jpg
LARK (Library Applied Research Kollektive)
http://lark-kollektive.blogspot.com.au/
Workshop Research you’ve always wanted but never
had (20 April 2015)

Research bubbles
Theor
y
Peer-
reviewing
Citatio
n
Grant
s
Writin
g
Impa
ct
Evaluat
ion
EBP
Innovat
ion
R&D
Implementa
tion
Informs
policy,
decision-
making

Applied disciplines
(basic-applied research)
Valu
e
Releva
nce
Resear
ch
skills
Current
knowle
dge
Use of
resear
ch
Visibili
ty
Impa
ct
Visibili
ty
Educatio
n of
future
professio
nals

Medicine
• Flexner Report (1900s, North America) – education
& practice intertwined
• Patient-oriented investigation
• Teaching hospitals
• Funding
• Clinicians teaching and academics doing clinical
practice
• Issue of modern complexities
• New Australian model –patient-based learning in
rural
medical centres
http://107.170.101.149/sites/default/files/Rembrandt-

Education
• Finland
• Integration of theory and practice
• Teachers prepared to do their own research
• Teacher Training Schools & some normal
schools – higher prof. staff requirement -
collaboration with government depts. and
sometimes faculties
• Research schools in Singapore
• UK – advantages of data-gathering in
schools

Common characteristics
• Strong integration of theory and practice
• Patient/student-centered
• Formal connections between university and
practice - organizational frameworks, funding,
work roles
• Prof. education - learning and assessment at both
places
• Practitioners in teaching and research
• Real-life data for academics
• Experimentation - special or integrated spaces
• Findings from basic and applied research applied
to teaching and practice
• Testing of new models/products

Teaching library
Example 1: University library
• Already part of university
• Program of student residence
• Compulsory research projects based in
practice
• User-oriented learning and research
• Special librarian role – involvement in design
and delivery of learning experiences; co-
ordination and oversight in the library;
facilitation of research projects; research role

Teaching library
Example 2:
School library Teen-
centric
school
library
Teach
ers
Faculty
of
Educati
on
LIS
Departm
ent
Interest
groups

Benefits for LIS
• User-centric
• Integration of theory & practice
• Context for cross-disciplinary work
• Use of funds and resources
• Increased impact & prestige

Benefits
Academic
department
Library & info centre LIS student
Degrees valued in
practice
Prominence
Better prepared for
work
Up to date with
practice, access to
prof. knowledge
PD; access to
research support

Bibliography
Ash, Julie K., Lucie K. Walters, David J. Prideaux, and Ian G. Wilson. 2012. The context of clinical teaching and learning in Australia. Medical Journal of Australia 196 (7). DOI:
10.5694/mja10.11488
Gorard, Stephen, and Nadia Siddiqui. 2015. How school teachers could become the foot soldiers of education research. The Conversation, February 19.
http://theconversation.com.
Hallam, Gillian, and Helen Partridge. 2006. Evidence based library and information practice: whose responsibility is it anyway? Evidence Based Library and Information Practice 1
(3):88-92.
Irby, David M., Molly Cooke, and Bridget C. O'Brien. 2010. Calls for reform of medical education by the Carnegie Foundation for the advancement of teaching: 1910 and 2010.
Academic Medicine 85 (2):220-227.
Jakku-Sihvonen, Ritva, and Hannele Niemi. 2006a. The Bologna process and its implementation in teacher education. In Research-based teacher education in Finland: reflections
by Finnish teacher educators, edited by R. Jakku-Sihvonen and H. Niemi. Turku: Finnish Educational Research Association.
———. 2006b. Introduction to the Finnish system and teachers' work. In Research-based teacher education in Finland: reflections by Finnish teacher educators, edited by R. Jakku-
Sihvonen and H. Niemi. Turku: Finnish Educational Research Association.
Joyce, Catherine M., Leon Piterman, and Steven L. Wesselingh. 2009. The widening gap between clinicial, teaching and research work. Medical Journal of Australia 191 (3):169-
172.
Levine, Arthur. 2011. The new normal of teacher education. The Chronicle of Higher Education.
Lysenko, Larysa V., Philip C. Abrami, Robert M. Bernard, Christian Dagenais, and Michael Janosz. 2014. Educational research in educational practice: predictors of use. Canadian
Journal of Education 37 (2).
Marshall, Joanne Gard. 2014. Linking research to practice: the rise of evidence-based health sciences librarianship. Journal of Medical Library Association 102 (1):14-21.
Roberts, Angharad, Andrew D. Madden, and Sheila Corrall. 2013. Putting research into practice: an exploration of Sheffield iSchool approaches to connecting research with
practice. Library Trends 61 (3):479-512.
Sahlberg, Pasi. 2010. The secret to Finland's success: educating teachers. In Stanford Center for Opportunity Policy in Education ~ Research Brief. Stanford, CA: Stanford University,
School of Education.
Swanell, Cate. 2013. Judge research on clinical impact. Medical Journal of Australia Insight, 14 October.
Wilson, Virginia. 2013. Formalized curiosity: reflecting on the librarian practitioner-researcher. Evidence Based Library and Information Practice 8 (1):111-117.
Zeichner, Ken. 2010. Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education
61 (1-2):89-99.

NSW Public Libraries
and Statewide Research

NSW public libraries
• 151 councils operating public libraries in
367 library buildings
• Library Act 1939
• State Library works with councils state-
wide – advisory, funding, cooperative
services, PD and research

Research Program
• Careful inquiry – data / visits / reviews
• Advice to Government and local councils
• Advisory Committees
• State-wide projects
• Targeted smaller projects

The long boom in NSW public libraries
• Sustained growth since 2000
• Marginal growth in loans – spike in
2010/11.
• Visits 30% higher – library space is in
demand
• Attendance at programs and events up
50% since 2010 – over 1.5m p.a.
• Virtual visits grew 10% to 10.2m between
2013 and 2014

In-library Internet sessions doubled
2011 - 2014

Guidelines
• Library Council of NSW – may issue guidelines under
the Library Act 1939
• Recommended minimum level of service with
enhanced targets
• Defines the facets of a service
• Guidance for suite of services to reasonably meet
community needs, including, outreach, multicultural
• Evidence-based

Standards
Two parts
1. Standards:
a set of evidence based targets
2. Guidelines:
a set of principles for developing
levels of performance which lead to
quality library services

State-wide Project Examples
• Local studies collections and services
audit
• Mobile and Outreach Service Models
• Regional Library Models
• ebooks and device usage

2013/14 Local Studies Audit
• Current information on local studies
collections in NSW public libraries
• Collection development and management
• Formats, level of description and access
• Digitisation
• Identify best practice
• Engage experts for best practice guidelines
• Service pathways

• Key findings
– 2.9M items
– 21,000+ linear metres
– 50% of libraries not on national Trove
database
– 15% of collections fully searchable on Trove
– 60% of libraries have digitised at least some
local studies
– Very limited born digital content collected

• Learning outcomes
– Good practice highlighted and replicated
– Guidelines for image digitisation
– Managing Digital Repositories course – NSW
TAFE
– Draft strategy for local and State collection
development and referral
– State Library Digital Excellence Program

2014/15 Mobiles and Outreach Models
• To identify the current range and scope of
NSW public library mobile and outreach
service models
• Explore potential
• To develop good practice guidelines +
KPIs for NSW public library mobile and
outreach services
• For inspiration and model development

NSW public libraries
• Not enough libraries?
• The coast / growth areas vs sparse population
areas
• Mini baby boom / retirement boom
• Little data on services “outside the walls”

Definitions
Outreach services covers a wide scope..
•Mobile Libraries
•Home Library
•Pop-ups
•Deposit Stations
•Offsite services to other institutions
Delivery of actual collections/services
Promotion – library awareness

Outreach – they’re everywhere
Marilyn the pop-up library caravan
Warringah Council Library

Outreach models
Beach Library at Coogee Beach
Randwick City Library
Sustainable pop-up library
Hills Shire Library Service

Deposit Stations – a fresh look
• 34? 48?
• Pros and cons
• Are the pros starting to tip the balance?
• Connection to ILMS, self serve, WiFi,
co-location, replenished and managed by mobile
library, furniture, volunteer/staff

Re-evaluating public library reach
• The results have the potential to change
our thinking..
• 367 public libraries + 48 +
<500 mobile stops (includes 100 rural schools)
• Outback Letterbox Library
• True state-wide reach a reality?

KPI Examples – ISO2789:2014
• Hours open compared to demand
• Percentage of external users
• User attendances at library events per capita
• Percentage of the target population reached
• User satisfaction
• Willingness to return
• Cost per user
• Cost per library visit

IMPACT!
The KPIs are to focus on impact
Qual more meaningful than quant?
Numbers are small, impact is great, so let’s
make sure we get this right.

Outcomes
1) Formally recognise value of outreach in
policy, planning, guidelines, service
models and KPIs
2) Cost effective hybrid mobiles and pop-up
models are proliferating
3) More comprehensive demonstration of
library “reach” will assist advocacy.

Regional Library Models
• Councils may run services regionally
under the Act
• Cooperative arrangements vary
• s12A – no take up
• Many models not formalised under the Act
• Highlight successful arrangements
• Tiered vision – local / regional / state

ebooks and devices 2014
• All NSW public libraries offer ebooks
• 1.1% of total loans / low turnover (3.46 per
item)
• Some libraries far outperform their peers,
why?
• Survey and interviews with 13 high
performers

ebooks and devices 2014
• Findings
– collections actively developed and tailored
– ebooks/eaudio are visible on the homepage of the
library website
– the titles are accessible in the catalogue
– staff are trained in how to use and download
ebooks/eaudio, and this training is updated
– staff actively promote ebooks in the library, and in many
there are signs or other promotions
– training is provided to clients in how to use and
download ebooks/eaudio
– in most instances these are larger ebook collections

Thank you
cameron.morley@sl.nsw.gov.au

Development and Assessment of
Online Information Literacy
Learning Objects
Study investigators: Mara Bordignon, Alana Otis, Adele Magowan,
Jennifer Peters, Gail Strachan, Joy Muller, Rana Tamim
Paper presented at the
Eighth International Evidence Based Library and Information Practice Conference
6 - 8 July 2015 | Queensland University of Technology | Brisbane, Australia

Background
1990s
Online tutorial:
Library Research
Success
2010 - 2011
1 in 5 IL classes for
two foundational
English composition
courses
... only 25% of Eng Comp
sections taught
2012
Seneca
College
Core
Literacies
2010 Campus model Team model
= SLIL

“faculty will model digital literacy through
use of a variety of media and/or mobile
technologies to engage students as
partners in learning”

Topic 1: Finding Articles
Learning Outcomes
Learners will be able to...
1. Select appropriate database(s) by
subject or discipline as related to
their research topic
2. Perform a basic search in a
database
3. Understand various mechanisms for
retrieving articles (printing, emailing,
saving)

Topic 2: Finding Articles on Current
Issues
Learning Outcomes
1. Select social sciences, news
and current events databases
2. Perform searches based on
research topic
3. Evaluate results for relevancy

Topic 3: Popular & Scholarly [sources]
Learning Outcomes
1. Differentiate between popular
and scholarly literature
2. Identify characteristics of a
scholarly article
3. Select the appropriate type of
article for their research needs

“Assessment as a
way of measuring
success.”
Mestre, L. S. (2012). Designing Effective Library Tutorials: A Guide for
Accommodating Multiple Learning Styles. Retrieved from ProQuest Safari Books
Online database.
(Mestre, 2012, Ch. 9 Assessment of learning
objects: How is success measured?, para. 3).

Ways to document evidence as to whether the goals of the
learning object were accomplished:
● Checkpoints
● Statistical tracking
● Log file analysis
● Web page analytics
● Tracking new accounts
● Evaluation of student work
● Pre- and post-tests
● Student debriefing
● Surveys
(Mestre, 2012, Ch. 9 Assessment
of learning objects: How is
success measured?, para. 3)

Aims
Aim of this preliminary quantitative study is to
ascertain whether library-developed information
literacy (IL) learning objects (LOs) impact student IL
competency in comparison to traditional face to face
instruction in a first year English composition
foundation course.

Research Question
What is the effectiveness of IL LOs,
in comparison to face-to -face instruction,
in terms of students’ skill acquisition of three different
topics
(Finding Articles, Finding Articles on Current Issues,
and Popular and Scholarly Sources)?

Methodology
Group 1:
IL LO
video
Group 2:
Face to
Face
instructio
n
Winter
Semester
(Jan to April,
2013)
40 35
Data Collection

Methodology
1. General descriptive statistics
pre and post-tests for each of the groups
Statistical Analysis

Methodology
2. Independent samples t-test
comparisons between:
● pre-tests of the IL LOs (video) and face-to-face
groups for each of the topics
● post-tests of the IL LOs (video) and face-to-face
groups for each of the topics
Statistical Analysis

● student learning increased for both interventions, online
and f2f
● one module outperformed f2f by 10% on the topic
Finding Articles
o What made this LO different?
● limitations of this preliminary study
Discussion

Next steps:
mixed methods
study
Conclusion
IL LOs can have
same impact on
student learning
as f2f instruction

Questions & Comments
Thank you!
Contact information:
Mara Bordignon
Information Literacy Coordinator, Librarian
Seneca College, Toronto, Ontario, Canada
mara.bordignon@senecacollege.ca

STAFF AS USERS
Designing an evidence based
intranet
Ruby Warren, User Experience Librarian – University of
Manitoba Libraries
Ruby.warren@umanitoba.ca

Objective
• To obtain evidence regarding the practice habits and user
experience preferences of University of Manitoba
Libraries’ staff, specifically regarding the Libraries’ staff
intranet, and to measure the success of intranet design
changes made based on this evidence.

Background
• “Intranet users are especially critical of poor usability[… ]
However, […] less attention is paid to usability in the
intranet environment on the basis that all users will
know just where to find the information” (White 2002)
• This accurately reflects our starting situation.
• In our opinion a mixed-methods approach, involving
staff in task-based usability testing, focus group
discussions, & design work promised better design

Study Design
• Evidence collection arranged to enable an iterative
design process
• Start with the Big Issues
• Focus Groups & Usability Test Tasks designed to reflect this
• Base our Information Architecture on both Qualitative
and Quantitative data
• Card sorts, Usability Tests, & Focus Groups

Methodology – Focus Group
• Scheduled for 1-2 hours in length
• Audio recorded and transcribed
• Big picture focused
• Open ended questions as well as ranking questions,
group ranking and prioritization, etc.
• Ex., list the top three reasons you go to the intranet, what frustrates
you when you use staff.lib, etc.

Methodology - Usability
• Tasks evenly split between two main task categories –
content creation and information seeking
• Information seeking questions designed to reflect most
common information sought (based on earlier staff polling)
• Content creation tasks designed to represent most and
least complicated common creation paths
• Sessions recorded and transcribed
• Screen recordings analyzed for number of errors and
task completion
• Questionnaire rating user satisfaction (Likert Scale)

Methodology – Card Sorts
• Large card sorting windows booked at both campuses
• 15-30 minutes per participant
• Sorting a total of 53 cards
• Able to add or relabel cards at will
• Finished sorts photographed and moved to Excel
• Hierarchical Cluster Analysis performed in SPSS
• using multiple combinations of Euclidean distance, block distance,
Ward’s method, and the average linkage between groups

Results – First Round
• Point of need help access necessary (focus groups &
usability)
• Mental models not being matched (focus groups,
usability, card sort)
• A lack of clear purpose & expectations leads to
overwhelming options (focus groups, usability)

Usability Results
• confusion at menu labels and information organization
• frustration at drop downs that extended beyond the fold
• discomfort with amount of options and lack of guidance
• most participants unable to post hierarchical content –
most participants also unable to find minutes
• 66% of usability participants were not
satisfied with Staff.lib’s overall organization
and menu terminology.
• The rest had no opinion

“Participant: And it says book page committee page has
been created. I just don’t – book page to me absolutely
says nothing. […] It communicates no information
whatsoever.
Researcher: Do you find it makes you, uh, feel –
P: Irritated?
R: Yeah.
P: Enraged?
R: (laughs) Yeah.
P: It just makes me… Unbelievably idiotic. Like I just think,
could no one have put the least bit of thought into people
that don’t typically do these kinds of things.”

Focus Group Results
“I think that when it was put up, there wasn’t really – there
weren’t really a lot of guidelines established for what to put
on it. “
“I’m not ever really sure what’s on staff.lib, what’s on the
website, what’s been sent in an email, what’s in a […]
LibGuide?”

Card Sort Results
• Analyzing our card sort data with dendrograms, a
common mental model emerged
• It was definitely not the same as the mental model used
in designing the original Staff.lib
• Dendrograms had a number of clusters common to all
methods

Designing Based on Evidence
• Focus group indicated that users needed a sense of
purpose for intranet buy-in
• Usability indicated that users were overwhelmed with
options and lack of guidance
• Options simplified, streamlined according to most
common staff.lib uses
• Each option clearly defined and given definitive
procedures and usage criteria (purpose)

• Focus Group, Usability, and Card Sort indicated that
original information architecture did not match staff mental
models
• Information architecture redesigned from scratch
based on card sort clusters
• Multiple access points provided where usability testing
& card sort indicated divergent mental models
• Language and terminology revamped to match staff
mental models

• Focus Group indicated help options and tutorials were
strongly needed for new users
• Usability testing indicated that tutorials and help links at
point of need were necessary
• Help and tutorial documents were created for users of
varying skill levels
• Multiple access points to help were provided, including
stationary link in left hand sidebar and in-context links

New Design Testing Results
• Completion times & error rates have improved
• New Information Architecture and Labelling improve user
confidence – multiple access points used
• Staff feedback is positive – more requests for new
features/guides than complaints or usability issues
• Smaller design problems now need to be tackled –
advanced user area terminology changes, additional
functionality investigated

Benefits of Mixed-Methods Approach
• Qualitative insights on information architecture were
compared to data from cluster analysis
• Ensures mental model of one user isn’t unduly influencing results
• Broader problems were connected to individual usability
issues and potential solutions
• Ex., focus groups indicated a perceived lack of direction and support for
the intranet – in usability sessions users looked for guidelines/help
• Staff perception of value increased

Limitations
• Need more users for confident quantitative Usability Test data
• Card sort participants just under NNG recommended levels
• (11/15 due to available user pool)
• Very Library-specific focus
Steps Forward
• Study repeated at other institutions
• Quantitative focus during Usability Task Testing next
assessment and design cycle

Sample Bibliography
• Agarwal, S. (2001). Intranet usability - tackling the management issues around implementing
usable design on an Intranet. VINE, 31(3), 17 – 19
• Bargas-Avila, J., Lötscher, J., Orsini, S., & Opwis, K. (2009). Intranet satisfaction
questionnaire: Development and validation of a questionnaire to measure user satisfaction
with the Intranet. Computers in Human Behavior, 25(6), 1241-1250. doi:
http://dx.doi.org/10.1016/j.chb.2009.05.014.
• Barnes, S., & Vidgen,R. (2012). User acceptance and corporate intranet quality: An
evaluation with iQual. Information & Management, 49(3–4), 164-170.
doi:http://dx.doi.org/10.1016/j.im.2012.02.002.
• Doll, W., & Torkzadeh, G. (1988). The measurement of end-user computing satisfaction. MIS
Quaterly, 12(2), 259–274
• Etches-Johnson, A., & Baird, C. (2010). Corralling web 2.0: Building an intranet that enables
individuals. Journal of Web Librarianship, 4(2-3), 265-276.
doi:10.1080/19322909.2010.500596
• Fichter, D. (2000). Head Start: Usability Testing Up Front. Online, 24(1), 79.
• Nielsen, J. (2004). Card sorting: How many users to test. Retrieved from
http://www.nngroup.com/articles/card-sorting-how-many-users-to-test/.
• Nielsen, J. (2012).How many test users in a usability study?. Retrieved from
http://www.nngroup.com/articles/how-many-test-users/
• White, M. (2002). Information Architecture and Usability. Econtent, 25(4), 4
• Yoose, B. (2010). When the new application smell is gone: Traditional intranet best practices
and existing web 2.0 intranet infrastructures. Journal of Web Librarianship, 4(2-3), 161-175.
doi:10.1080/19322909.2010.502740

SCHOOL OF INFORMATION STUDIES
Refugee Information Practices:
Designing Appropriate Library Services
Kim M. Thompson
Mary Anne Kennan
Annemaree Lloyd
Asim Qayyum
EBLIP8, Brisbane, 6 July 2015

2010

Kennan, M. A., Lloyd, A., Qayyum, A. M., & Thompson, K. M. (2011).
Settling in: The relationship between information and social inclusion.
Australian Academic and Research Libraries, 42(3), 191-210.
Transitioning
Settling in
Being
settled

Transitioning
•Arriving and establishing information relationships
• “The Multicultural Council is showing me what is
true...” (R2)
• “...[the] caseworker is a vital information source really
so they become quite attached to them... –it’s
constant, the case workers work daily with them”
(SP2)

Transitioning
•Navigating the information landscape
• “...within a fortnight a letter from Centrelink. ‘You need
to do this’—’You need to do that’—Devastating!” (R5)
• “...basic stuff...the housing, the employment, the
income, the education...[some] won’t even understand
money.” (SP3)

Transitioning
•Navigating the information landscape
•Dealing with nuances of a new culture
• “...I’ll take a client to the local supermarket, and the
butcher, and the chemist, and just sort of say to the
chemist, ‘Oh, this is my friend... they’ve actually just
recently moved here, they don’t speak English very
well, but they'll be coming up here to, maybe do their
shopping.’ You just try to connect them with [the
community].” (SP3)

Settling in
•Language
• “I’ve learnt a lot...if you look at the amount of English I
know, I can defend myself, I can write a letter...that
gives me the edge to communicate better with some
people outside...the [local] community” (R5)

Settling in
•Language
•Establishment of new social networks

Settling in
•Language
•Establishment of new social networks
•Begin using library (if previously introduced)

Being settled
•Greater awareness of information needs
•Self sufficient and confident in information literacy
•Act as reference points for other members of the
community

Lloyd, A., Kennan, M. A., Thompson, K. M., & Qayyum, A. (2013).
Connecting with new information landscapes: Information practices of
refugees. Journal of Documentation, 69(1), 121-144.
•Phases of settlement

•Complex information landscape
• Need for social networks for information navigation

•Compliance and everyday information
• Taxes, DOCS, banking, visas, driving license, traffic
rules, enrolling in schooling, etc.

•Compliance and everyday information
• Taxes, DOCS, banking, visas, driving license, traffic
rules, enrolling in schooling, job applications, etc.
•Visual, social, and embodied information
• Nuances, tacit information (unspoken, social
conventions).
• Storytelling, tips and tricks

•Barriers to information literacy
• Information overload
• Language competency
• Time
• How information is presented or provided
• Digital resources, steep learning curve

Qayyum, A., Thompson, K. M., Lloyd, A., & Kennan, M. A. (2014). The
provision and sharing of information between service providers and
settling refugees. Information Research, 19(2).
Humanitarian Settlement Services (HSS) works
with service providers in the community
• Multicultural Council for Refugee Resettlement
• Centrelink
• Centacare
• St. Vincent de Paul
• Public library
• Local city council
• Vocational educational providers
• Commercial entities

•Information sharing and communication among
service providers
• Multicultural Council, St Vincent, Centacare
• “I think we [the library] fit into the sort of recreation
thing, rather than the information” (SP L)
• Some confusion and duplication

service providers
•Expectation of cooperation from other agencies
• “Last weekend we had a ‘Law in the Land’
workshop...so we had people from Community
Services, from DOCS, from the Legal Aid, from the
Police Department, and also from the Family
Relationship Centre, so they could actually present
about their services and our client group were able to
ask questions about their experience.” [SP_MC]

service providers
•Funding the service providers
• “We also do actually apply for other funding through a
number of different ranges. Sometimes we get money
from the local city council to run small
projects...councils, Community Relations Commission,
women’s violence domestic stuff; anything that is
going around that we can apply for.” [SP_MC]

service providers
•Servicing and communicating with refugees
• Face to face is best
• Seek volunteers who represent the target community
• Language services needed
• Good selection of language resources available

service providers
•Servicing and communicating with refugees

•Marketing of services by service providers
• “The more exposure to the wider community, the
better” [SP_MC2]
• “Word of mouth works across the range of services”
[SP_CC]
• “I think TV is probably [best], from when I go visit
families, the television is quite often on and so I think
probably TV would be the best way to go. I don’t think
many actually read the newspaper, spend much time
looking at the newspaper, just from my experience.
And then radio—less so too. I think there’s music
playing, but that is normally cds” [SP_CC]

•Information needs of service providers
• Language support
• Budgetary constraints
• Cultural awareness training

•Information needs of service providers
•Trustworthiness of service providers
• “They take our advice...very seriously, you know. Like
they’re very much sort of saying, ‘Well, you tell us and
then that’s the truth, the gospel,’ and so it is very
important that we have good people, good staff that
will look after [the refugees].” [SP_FG]

Physical information access
•Information overload mediated by service
providers
•Making physical resources available on demand

Intellectual information access
•Language services
•Marketing of services
•Literacy and information literacy education

Socio-cultural information access
•Building ambidirectional trust
•Culturally tailored services
•Community consultation

Contact: Kim M Thompson
kithompson@csu.edu.au
Tel: +61 2 6033 2808
Fax: +61 2 6033 2733

Public library pre-school storytimes
in New Zealand Aotearoa:
Comparing the theory and practice
of community-based early literacy
skills development
Anne Goulding
John Dickie
Mary Jane Shuker
Lauren Bennet

Presentation overview
 Context and theoretical background
◦ Early and emergent literacy
◦ Socio cultural theories of literacy learning
◦ Pre-school library storytimes
 Data gathering
 Key findings
◦ Print motivation
◦ Phonological awareness
◦ Print awareness
◦ Vocabulary
◦ Narrative awareness
◦ Letter awareness
 Conclusion

Importance of literacy
“Reading is an essential skill that
enables people to understand the world
around them” (OECD, 2012)

Emergent literacy (Clay,
1966)
 Literacy acquisition happens from birth
(Teale, 1986)
 Children have literacy understanding
before they enter school
 Reading and writing behaviours that
precede and develop into conventional
literacy (Sulzby, 1989)

Sociocultural theories
 Piaget – literacy is partly discovered
 Vygotsky – based on behaviours
modelled and supported by adults
◦ Zone of Proximal Development
◦ Scaffolding

Interactive shared reading
“the single most important activity for developing
the knowledge required for eventual success in
reading" (Commission on Reading, National
Academy of Education, 1985)
 Introduces children to the structure of stories,
schemes and literary conventions
 Exposes children to the “written language
register”
 Exposes them to the variety of written discourse
 Fosters their vocabulary
 Introduces children to the concept that print
conveys meaning
 Helps with letter recognition and sound
awareness

Public libraries and young
children’s literacy
“Take them to the library” (Prof. Kathy
Sylva)
 Access to reading materials and media
 Space
 Storytimes and outreach activities

Six early literacy skills (Ghoting
and Martin-Diaz, 2006)
1. Print motivation
2. Phonological awareness
3. Vocabulary
4. Narrative skills
5. Print awareness
6. Letter knowledge

The study
 An exploration of the extent to which
public libraries in New Zealand
support the development of early
literacy skills through their storytime
programmes

NZ Deprivation
Index rating
No. of
children
Ages Race
Library service 1
Site A 3 20 Mostly 3-5. Maj. pākehā (2 SE Asian)
Site B 5 31 Mostly 3-5; 4 toddlers, 2
babies
Maj. pākehā (2 SE Asian)
Site C 8 18 Mostly 3-5; 4 toddlers, 2
babies
Maj. pākehā (2 SE Asian)
Library service 2
Site D 9 3 2-5 2 pākehā; 1 mixed race (Māori/Pasifika)
Site E 9 19 Babies – younger pre-school c. 50% pākehā, 50% Asian (predom. SE
Asian)
Library service 3
Site F 9 26 Mostly 3-5; some babies. Maj. pākehā (5 SE Asian)
Site G 10 13 3-5. Diverse
Site H 4 10 3-10 Maj. pākehā; 1 Māori/Pasifika.
Site I 1 10 18 months to 5. Maj. pākehā; 1 mixed race (Asian)
Library service 4
Site J 10 150-200 Mostly Kindy age; some
younger.
Diverse – maj. Māori/Pasifika.
Site K 5 35 1-2 12 x SE Asian, 1xIndian, 12x pākehā
10 x Samoan
Site L 5 24 Younger - >3 Mostly SE Asian (Chinese); 5 pākehā
Sample

Data gathering
 Observations
◦ Librarians’ approach
◦ Children’s behaviour
◦ Caregivers
 Semi-structured interviews
◦ Background
◦ Sessions
◦ Materials
◦ Aims

Print motivation
 Reading engagement
“I guess at the end of the day we are
trying to get that connection between
parents and children, and to get the
children to aspire to more reading and
to love books”
“A love of reading, because everything
else comes from that”

Print motivation - strategies
 Welcome and convey excitement
 Read with enthusiasm, “motherese”
 Paired reading

 Book choice
◦ Books the librarians enjoyed
“Everything I choose I choose that I like, because I
have to have that passion to pass through whatever I
deliver and if I don’t like it I can’t work with it.”

 Language
“I’m looking for the rhythm, because the children love the rhythm
and it just again engages them better. I mean if you are telling a
story, “oh, the man went on the boat and it was very exciting and
he saw a seagull” to “the man went on a boat. Do you think he
saw a goat?”
 Visuals
“the visual aspects of the story must correspond with the story
on that page or whatever I read otherwise it’s irrelevant and
because I’m arty and because I’m a visual person the types of
pictures are important to me”
 Vocabulary
“That sometimes puts me off choosing a book, if every single
page there is a word you’ve got to explain. It can defeat the
object really”

 Book choice - books the children enjoy
◦ Age appropriate
“It was In the jungle, the mighty jungle, the lion sleeps tonight,
and although the song would have been probably ok the way
the book was presented was a bit old.... The illustrations and
the words were more close together – there were lots of
words.”
◦ Range of genres (e.g. non-fiction)
“I do use a non-fiction book which is called Exploding bums or
something and it’s about the gory things that come out of the
bottoms, so I’ll very occasionally do that.”
◦ Well-known books
“the kids still get the same excitement out of it, they can now
anticipate something and participate in it”

◦ Interactive books
“I like to use the most interactive ones. Because
it is really easy to get their attention…. so they
won’t be bored, like the I-spy one, something
hidden. It’s really nice to hear them guessing
them, getting it right and getting it wrong. And I’ll
always go make myself wrong, “no, oh, I don’t
know that.” So then they feel that they are right,
that’s really happy. So I love interactive ones.”

◦ Visuals
“strong pictures, nice contrasts. For example, the
one I am going to do today doesn’t look like it is
much, but we are going to do aliens today, and it
is this little alien. It is this book you can read right
down, or you can read it from down right up. It’s
got the black and yellow and blue and the aliens
just kind of stand out. And that’s cool, cos
hopefully that engages the younger ones as
well.”

 Variety
◦ Stories, songs, rhymes, activities
“I have tried just doing stories, one after
another without any rhymes or songs and
after two stories they get a bit fidgety, even
if the stories are quite engaging, I think they
like to have a break.”

 Participation
◦ Asking the children to join in
◦ Using props

Phonological awareness
 The awareness that words are made
up of smaller sounds

Phonological awareness -
strategies
 Reading rhyming books
 Action rhymes
 Singing songs
“They don’t do the singing pretty much, so
you just have to go for the singing
yourself. And as my mum said, ‘[name]
you’ll never be a singer.’ And I tell parents
anyone can sing. They don’t care, they just
want to hear your voice. And they don’t
care if you’re in tune or not. So as long as
you keep enjoying it”.

Print awareness
 Print carries meaning
 Print conventions

Print awareness - strategies
 How to treat books
 Pointing at words as reading
 Book handling and terminology
“we always talk about the first page, the
front cover and I love it that they can’t
read because then they can’t just tell
you what that book is going to be about”

Vocabulary
 Knowing the names of things

Vocabulary - strategies
 Book choice – complexity of language
“I will choose [a book] based on its language
and its uses so there may be a particular word
in there that is interesting to me, it sounds
interesting so I might use it, particularly, just for
that word”
 Explaining unfamiliar words
“I think I had A mammoth in the fridge. ‘What’s
a mammoth?’ ‘It’s like a big fluffy elephant. So
we know what a mammoth is now?’ If I think
there is going to be a word there they just have
no idea what I’m saying then I will sort of pre-
empt that before the story possibly.”

Vocabulary - strategies
 Talk around books
◦ Immediate talk
◦ Non-immediate talk
◦ Craft sessions

Narrative awareness
 Understanding the structure of stories

Narrative awareness -
strategies
 Predictions
 Descriptions
 Open-ended questions
 Acting out the story
 Retelling the story
◦ “Yes, we will go and recap the story and what not and
what did you think of it. Sometimes I will recap just
on pictures because if it is a very long story and I can
tell that they’ve forgotten parts of it because I’ll ask
them something – that’s another thing, you question
throughout the story and you can see, oh maybe it
has been too long and we’ve forgotten that bit and I
don’t mind flicking back and forth in between… And
we’ll go back to the beginning and we’ll look at the
pictures, ‘what was happening here?’ and then it
brings them back up to speed so now they can carry
on and we’re on the same page.”
 Craft activities

Letter awareness
 Knowing the names of letters

Letter awareness - strategies
 I-Spy – something beginning with….
“an opportunity to use alphabet if it presents itself in a
format that I like, I don’t go out and search for that,
because I don’t want to um… I don’t think it’s
necessary”
“My main thing is they’re coming in the library and
seeing it as a fun place to be. I’m not there to teach –
I’m there to show them here is a place they can come
to… It’s not a scary place, and that they’ll think of it
as a happy place to be.”
“we’re not teachers. They’re coming in from
preschools or whatever … that is what they are doing
there. Other people may feel more that it should be
learning but I want them to know that books are here

Overall aims
“I want to engage the children. I want
them to obviously enjoy it. I want them
to feel like the library is a fun place to
come. It’s a good place, good things
happen in the library. Reading is a cool
thing to do, and there are so many
adventures in books and they’re all an
adventure and you can go on as many
adventures as you want. And once they
love reading I think the rest of the world
makes more sense”.

Conclusion
 Range of good practice to develop the
6 early literacy skills
◦ But some more than others
 Library storytime is a sociocultural
experience
 Scaffolding practices
◦ Pre-reading
◦ During reading
◦ After reading

“Children’s experiences with literature
need to begin with enjoyment”
(Jalongo, 2004, p. 2)

www.tils.qut.edu.au
www.tils.qut.edu.au
D I V I S I O N O F T E C H N O L O G Y , I N F O R M A T I O N A N D L E A R N I N G S U P P O R T
Big Data Analytics
Doug Brown
Joanna Logan
CRICOS No. 00213J

www.tils.qut.edu.au
Overview
• About this workshop
• Material covered
• What is Big Data?
• Splunk
• Ingest Data
• SPL
• Dashboards
• Resources

www.tils.qut.edu.au
About this workshop
• In this workshop our focus is on big data analysis
concepts
• We only cover a very small subset of the search
processing language
• Although we use a particular product, the same
principles apply to other similar technologies
• We will be using fictional but realistic library helpdesk
query records and gate count data
• We will build up a dashboard with each command

www.tils.qut.edu.au
Material covered
• Introduction to basic:
– Filtering
– Statistics
– Calculation
– Enrichment
• Not covered:
– Correlation
– Prediction
– Administration

www.tils.qut.edu.au
What is Big Data Analytics?
• “Big Data” is unique in:
– Volume
– Velocity
– Variety
– Variability
• Analytics to find:
– Trends
– Anomalies
– Predictions
http://img.deusm.com/thetransformeddatacenter/2013/03/26078
5/121034_759083.jpg

www.tils.qut.edu.au
Value of the data
• Visual representation of data
• Raises the visibility of the data
• Cross reference data
• Identify anomalies
• Identify trends
• Potential to save time
• Availability of the data

www.tils.qut.edu.au
Examples of scenarios & data
Identify any key gaps in embedded learning support
– Faculties, units, courses & year levels for individual
student appointments
– Faculties, units, courses & year levels for embedded
(faculty specific) workshops
– Faculties, units, courses, year levels & outcomes
(development of a learning resource, curriculum
involvement etc) for targeted engagement with faculty

www.tils.qut.edu.au
Lessons learnt
• Amount of time required to convert your files to csv files
& rules
• Amount of time to learn a new platform
• Availability of data
• Confidentiality of data
• Relevance of the data

www.tils.qut.edu.au
• Fast Company rated as #1 Big Data Innovator
• How data is managed:
– Human-readable data ingested and stored raw
– Indexed based on timestamp
– Never changes
• Fields are extracted at search time
• Provides collection, processing, storage, search,
analysis and communication

www.tils.qut.edu.au
Splunk Licensing
• Splunk on your desktop is “free” (up to 500MB/day)
• Splunk server is subscription based, but your IT
department may already have a subscription
• Splunk is available for a 60 day free trial, limited to
uploading 500 MB per day

www.tils.qut.edu.au
Examples of common search commands
Top
- Displays the most/least common values of a field
Stats
- provides statistics, grouped optionally by fields
Timechart
- returns results in a tabular output for (time-series)charting.
Eval
- calculates an expression
Lookup
- adds field values from an external source

www.tils.qut.edu.au
Hands-on
Login to search app (from within the QUT network)
• Go to: eblip.qut.edu.au
• username: guest
• password: eblip8
Ingest data
• helpdesk.csv
• gatecounter.json

www.tils.qut.edu.au
Searches
Search 1: Search for any available data
• Type “*”
• Select timestamp – Presets – “All time”
Search 2:
• Look at Selected Fields – “Source” on left hand menu
• Select “helpdesk.csv”
• source=helpdesk.csv source=helpdesk.csv
(method=website OR method=e-mail) NOT duration=0

www.tils.qut.edu.au
Top search
Top search
– source=helpdesk.csv | top method
Add to dashboard
– Save As – Dashboard panel
– Select “New
– Add a “Dashboard title” – with your name
Add time selector
– Edit – “Edit Panel”
– Click on the magnifying glass icon & select “Edit Search
String”
– Select a Time Range
Add Autorun
– Click on “Add input” – select “Time”
– Select “Autorun dashboard”, tick and click on Done

www.tils.qut.edu.au
Stats search
Search
– source=helpdesk.csv | stats sum(duration) by query
Visualisation
Dashboard Panel
- Save As – “Dashboard Panel”
- Save to “Existing”

www.tils.qut.edu.au
Eval search
Search
– source=helpdesk.csv | eval
query_duration=(duration+2)/60/24 | stats
sum(query_duration) by query
Add time selector
– Click on the magnifying glass icon & select “Edit
Search String”
– Select a Time Range

www.tils.qut.edu.au
As and Sort
Modify dashboard:
– source=helpdesk.csv | eval
query_duration=(duration+2)/60/24 | stats
sum(query_duration) as Days by query | sort +Days

www.tils.qut.edu.au
Timechart
Search
– source=helpdesk.csv | timechart count by library

www.tils.qut.edu.au
Lookups
Search:
– source=helpdesk.csv | timechart count by "Campus
Name”
Add time selector
– Click on the magnifying glass icon & select “Edit
Search String”
– Select a Time Range – look at different periods (last
week, last 3 months etc)

www.tils.qut.edu.au
Example of correlation between the two
datasets
Demo:
source=helpdesk.csv OR source=gatecounter.json |
timechart count(eval(source=="gatecounter.json")) as
Gatecounter count(eval(source=="helpdesk.csv")) as
Helpdesk by "Campus Name"

www.tils.qut.edu.au
Quick Reference Guide
Host = Name of the physical or virtual device where an event originates.
Source & Source type = Name of the file, directory, data stream or other input from
which a particular event originates. Sources are classified into source types.
Fields = Use fields to write tailored searches.
Tags = Aliases to particular field values You can assign one or more tags to any field
name /value combination. Use tags to group related field values.
Search = The primary way that way users navigate data in Splunk. Searches can be
saved as reports and used to power dashboards
Reports = Saved searches and pivots. They can be either ad hoc or scheduled to
run on a regular interval
Dashboards = Made up of panels that contain modules such as search boxes,
fields, charts, tables, forms etc, & usually linked to saved searches or pivots.

www.tils.qut.edu.au
Resources
Getting Started with Splunk - Overview & Demo, Webinar
17 July, Friday, July 17, 12:00 pm – 1:00 pm
Australia Eastern Standard Time
The Splunk Solutions Development Team presents a 45 minute
overview and demo of Splunk, the engine of machine data.
Topics covered will be Architecture, Downloading, Getting
Started, Basic Search, How to Solve Problems and How to
Provide visibility at all levels with Splunk. There will be 15
minutes of Q&A after the demo.
Register at the above link
splunk4good.com
- examples of dashboards
- e.g. Hurricane Sandy Social Media Social Highlights
http://sandyresearch.splunk4good.com/en-
US/app/sandysocial/Hurricane_Sandy_Social_public

www.tils.qut.edu.au
Other Resources
Basic Search and Reporting:
• Please watch each of these videos and read the associated documents in order:
• Introduction: http://www.splunk.com/view/SP-CAAAGW8 in tandem with ALL of Part 4 in this
document: http://docs.splunk.com/Documentation/Splunk/6.2.3/SearchTutorial/Aboutthesear
chapp
• Tutorial: http://docs.splunk.com/Documentation/Splunk/6.2.3/SearchTutorial/Startsearching
• Reports: http://docs.splunk.com/Documentation/Splunk/6.2.3/SearchTutorial/Aboutsavingan
dsharingreports
• Dashboards: http://www.splunk.com/view/SP-CAAAGXD in tandem with ALL of Part 7 in this
document: http://docs.splunk.com/Documentation/Splunk/6.2.3/SearchTutorial/Aboutdashbo
ards
Other Resources:
• This is a free interactive online course covering all the content
above: http://www.splunk.com/view/SP-CAAAHSM
• Free eBook covering basic and advanced use cases: www.splunk.com/goto/book
• Command cheat
sheet: https://www.splunk.com/web_assets/pdfs/secure/Splunk_Quick_Reference_Guide.pdf

From blog to academic article
Getting your work published
Dr Suzana Sukovic
St. Vincent’s College, Potts Point
Dr Bhuva Narayan
University of Technology, Sydney
EBLIP8 Workshop, QUT, 6 July 2015
@suzanasukovic
@Bhuva_at_UTS

Workshop outline
• Blogs
• Magazines
• Peer-reviewed journals
• Other forms of involvement
• Books
• Your publication
RESOURCES
http://lark-kollektive.blogspot.com.au/
See Diigo group LARK, tag “publishing”

Think about an idea for writing
Write down 2-3 questions

Blog
• Your niche & audience
• Topical professional blogs
• co-authored (ALIA Sydney June blog; LARK)
• Easy reading from screen
• Images
Image above: http://umami.typepad.com/umami/images/2007/03/18/p3018900.jpg
light but substantial

LARK blog
54 posts since Oct 2012
15,000 views (approx)
278 views per post (approx)

Magazines
Crockett Johnson, published 17 April 1934
http://www.tcj.com/before-barnaby-crockett-johnson-grows-up-and-
turns-left/5_cj_new_masses-17-april_1934/

Magazines
• Reviews, conference reports, events,
experience from practice, point of view…
• Audience & best outlet (prof. journals,
newspapers, newsletters; general, library or
other field)
• Incite; Online Currents; Access, School
Library Journal; The Conversation
(academics)

Magazines
• Editorial calendar - topical issues
• Check guidelines for authors
• Browse several issues, read some articles
• Contact editor(s)

Blogs-magazines
Is there any difference in style?

Peer-reviewed papers/ articles
Paper-based research
1. You want to write a
paper, so you start
doing some research.
2. Often deadline driven.
3. Works relatively well for
conference papers.
4. May (or may not) work
for journal papers.
5. Rarely works for a thesis.
Research-based paper
1. You did some research
and you seek to publish
a paper about your
findings
2. Often results-driven
3. Works well for journal
articles
4. Often "too much" for a
conference paper.

Ideas: where to start
As well as ‘traditional’ research…
• Are you working on a coursework/ research project?
• Have you completed a project which concluded
successfully?
• Are you wrestling with a problem with no clear
solution?
• Do you have an opinion or observation on a subject?
• Have you given a presentation or conference paper?
If yes to any of the above, you have the basis for
a publishable paper.

Start small
• You don't need a completed article.
• Start by looking at a journal's author guidelines for
manuscript submission and at other articles a
journal has published.
• Just send an idea to the editor and they may give
you feedback, identify a different journal, a
special issue, or give you guidelines in advance on
developing your paper.
• Select readers
• Select seldom-targeted audiences or topics
• Have at least one thing important to share
• Mix theory and practice
• Willingness to rewrite

Selecting a journal:
Quick wins vs. Major opportunities
• Who?
• What?
• Where?
• When?
• How?

Co-authorship as a possibility
• With supervisor, across departments, someone from
a different institution
• Demonstrates the authority and rigour of the
research
• Especially useful for cross-disciplinary research
• Ensure paper is checked and edited so that it reads
as one voice
• Exploit your individual strengths
• Agree and clarify order of appearance of authors
and the person taking on the role of corresponding
author

Exercise
Write down the names of people you would
like to co-author with:
1. Professional friends
2. Colleagues
3. Big names in your area of expertise
4. People you meet at conferences
5. Mentors / Mentees
6. Supervisor?
7. Students?
217

Research paper
• Original research or a perspective on a
issue, current developments etc.

Research paper – structure
• Title – descriptive
• Abstract – summary (see links in Diigo)
• Introduction – context, problem, outline of the following
sections
• Literature review
• Methodology – how the study was conducted
• Findings – results of the study
• Discussion – connects findings with the literature review and
presents author’s interpretations
• Conclusion – wrapping up, contribution of the study, further
work
• References
• Acknowledgments – placement specified by the journal
guidelines

INTRODUCTION What was done and why
LITERATURE What others have done before
DESIGN How it was done
RESULTS What happened when we did it
DISCUSSION What this means
CONCLUSIONS What we found out

http://journalauthors.tandf.co.uk/review/peer.asp

Cartoon by Nick D Kim http://www.lab-initio.com

Author’s response
• Letter to the editor
• Response to peer-reviewers’ comments
• Polite
• Thorough – address all comments
• If you disagree, explain why (but pick your
battles)
• Thank them, possibly in acknowledgments too

Comment Response
Issue 1
Reviewer 1: quote or
paraphrase
Reviewer 2
Brief response
Where is your change in the
paper?
Issue 2
•Comments in order of importance (if possible)
•Can be by issue; separate Reviewer 1 and Reviewer 2 or a
combination
•Send response and revision on time

Beyond authorship
Other important journal publishing work that you
might wish to get involved in includes:
• Book reviewing
• Refereeing/peer review
• Editorial advisory board membership
• Contributing editorship
• Regional editorship
• Editorship

Submitting a book proposal
• Brief synopsis of the proposed title
• Rationale for publication
• Originality of the proposed book (as compared
with existing books)
• Target market
• Competition / competitive analysis
• USPs (unique selling proposition)
• Potential for adoption
• Promotional opportunities

“Evidence based” products for improving
librarian decision making:
A critical analysis
Denise Koufogiannakis
July 7, 2015 | EBLIP8

Aims
This study sought to explore which
products are being promoted as
evidence based, how they are being
presented to librarians, and what types of
messages are being conveyed. Are
these new tools useful or is evidence
based terminology simply being applied
as a marketing strategy?

Methodology
▷ Qualitative approach
▷ Discourse analysis
o content analysis
o textual analysis

Methods
5 LIS practitioner magazines searched:
▷ Library Journal (USA)
▷ American Libraries (USA)
▷ Feliciter (Canada)
▷ INCITE (Australia)
▷ CILIP Update (UK)
5 years of content searched: 2010-14

Methods
Websites & promotional brochures of
identified products
email promotion, vendor trade shows

12 texts:
▷ Library Journal
(10)
▷ CILIP (1)
▷ INCITE (1)
LIS magazine analysis
Type of content:
▷ article (5)
▷ webcast
promotion (4)
▷ ad (2)
▷ interview (1)

▷ Baker & Taylor’s
collectionHQ (9 texts)
o Evidence Based
Selection Planning (2)
o Evidence Based Stock
Management (1)
▷ Innovative Interfaces
Decision Center (3)
▷ CIVIC technologies (2)
▷ EnvisionWare Enterprise
Reporter (2)
▷ Intota Assessment (2)
Products mentioned
▷ 360 Counter Service (1)
▷ Gale Analytics on
Demand (1)
▷ Bowker Book Analysis
(1)
▷ iPro Live (1)
▷ Nielsen Bookdata (1)
▷ Resources for College
Libraries (1)
▷ Ulrich’s Serials Analysis
(1)
▷ Zoho Creator (1)

What do these products do?
Data gathering tools for collection analysis
▷ public libraries - demographic information +
circulation information, - for management of the
collection, help with acquisition decisions
▷ academic libraries - collections related information
such as usage statistics, cost per use - for
cancellation purposes, weeding, ROI

Other data sources
Revealed a different type of product being marketed:
Evidence Based Acquisition method of purchasing

▷ Alexander Street
Press
▷ Cambridge University
Press
▷ Elsevier
▷ Gale
▷ Greenleaf
Publishers taking this approach
▷ Oxford University
Press
▷ Palgrave Macmillan
▷ Project Muse
▷ SAGE
▷ Taylor & Francis
▷ Wiley

The type of sell
3 selling strategies

Direct
Unintended
Not intending to sell the product

Direct
Stealth
hidden, deceptive
Unintended

Terminology used to sell
Magazines
▷ time saving
▷ makes the librarian’s job easier
▷ enables libraries to do more
▷ improves collection management
▷ used by other satisfied customers
▷ dependable
▷ have well-developed infrastructure
▷ easy to use
▷ high quality
Evidence Based Acq.
▷ smart purchasing decisions
▷ “you decide”
▷ Meet direct needs of user
base
▷ maximize budget/flexibility
▷ support decision making

“CHQ can extract data from any integrated
library system (ILS) and then, through a suite of
web-based modules, create a data-driven plan
to build and deploy a library’s physical
collection. CHQ makes clear what materials to
buy and in what quantity to meet patron
demand. It also makes transfers among
branches and weeding quick, evidence-based
activities.
LJ3 - Article written by LJ editor

“introducing this unique purchase model allows
our customers to experience the platform with
little risk and also enables them to make smart
purchasing decisions that they can feel
comfortable are meeting the direct needs of
their user base.
Gale Virtual Reference Library

Discussion
▷ Useful products? Evidence-based
products?
▷ Has EBLIP finally arrived? Have we
allowed vendors to apply “evidence-
based” without question? Does this
diminish meaning?
▷ Need to be critical.

Thank you!
Any questions?
dak@ualberta.ca
@dkouf

Credits
Special thanks to all the people who made
and released these awesome resources for
free:
▷ Presentation template by SlidesCarnival
▷ Photographs by Unsplash

Using evidence to inform the vision &
design of Barwon Health Library
Ann Ritchie
Director Knowledge & Health
Information Literacy
Barwon Health Library

Quick facts
Based in Geelong, Victoria
(south of Melbourne)
Largest employer in the region
 6,600 staff
• ~5,000 clinicians
• 400+ Junior Medical Officers
(interns, residents, registrars)
 Serves a catchment population
350,000-500,000, Geelong to the
South Australian border
 400 acute beds, all acute services
except neurosurgery
+ rehabilitation
+ residential aged care
+ community health
+ health promotion

A modern teaching hospital
1852
• Geelong Infirmary & Benevolent Asylum
established
1998
• Health services in the region
amalgamated to form Barwon Health
2014
• University Hospital Geelong rebranded,
recognising university affiliations,
teaching and research functions
21 facilities in Geelong
..and expanding

The old Library
The Library is
part of the
expansion –
time to
modernise

An ambitious $65M heritage
redevelopment began in 2013

St Mary’s Hall – a heritage building, will be Barwon Health’s new Regional Health Library
Mezzanine
level

Purpose of the research
To design the new Library for current and future
users, aligning with strategic direction
Phase 1: Chief Resident interviews to explore
how the Library could support their work
Phase 2: Junior Medical Officer survey about
their past and likely future use of the Library
to support their clinical work, study, teaching
and research (categories derived from
interviews) – quantitative, with comments

Timeline
Nov 2013: interviewed 5 Chief Residents
Dec 2013: surveyed 500+ Junior Medical
Officers, anonymous
Jan-Mar 2014: interviewed key informants
– Executive & directors
– Senior clinicians & senior managers
March 2014: report and 23 recommendations
March 2015: final signoff from Heritage Victoria

Junior Medical Officer survey
0
5
10
15
20
25
30
35
40
45
50
Intern Resident Registrar
%
Work Category of Respondents (n=93)
21
44
28
17%
response
rate

‘the Library is
protected time,
psychologically a
place to study’
‘there is a research
imperative’
‘often it is very hard
to find space in the
hospital itself to
teach fellow doctors
and med students’
studying for
exams
finding answers
to clinical queries
conducting
research
developing
conference/works
hop presentations
teaching medical
students/tutorials/
lectures
writing
publications
collaborating with
colleagues in
other locations (a
distributed
network)
Past use (n=91) 80.2% 75.8% 57.1% 38.5% 30.8% 22.0% 20.9%
Future use (n=92) 91.3% 83.7% 72.8% 66.3% 64.1% 67.4% 46.7%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Responses
Past use (n=91)
Future use (n=92)
Past vs intended future Library use

Exam study preferences – spaces
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
sound proof rooms
(for study or so
private discussions
can happen)
individual desks or
work stations in
open spaces
group study on
‘open’ tables
single rooms booth arrangement
– bench seating
with table for small
group study
long benches (not
partitioned) in an
open area
%
responses
i would like a
dedicated QUIET
study area and one
dedicated to group
sessions. i think
making space for
both is very
important, as often
quiet studiers are
crowded out by
Generation Y's study
patterns.

Exam study preferences – times
24/7 access and
windows (a
windowless room is
depressing)
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
for longer periods, on
weekends and after hours
i.e. 24/7 access
in between working and
clinical demands
as a place to settle in for
half a day, with own space
for a quick visit, to ‘pop over
for 1 hour’, get in, get
computer, books
%
responses

Finding answers to clinical queries
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
Reference
databases
(electronic
resources) in the
Library
Mobile
(phone/ipad)
access to the
Library’s
electronic
resources
Intranet access
(clinical systems
eg BossNet)
Reference texts
and journals
(print) in the
Library
request a
literature search
for a more
complex query
Phone/pager
facilities
Subject-based
online portals
regularly updated
for each specialty
A reference
consultation (in
person)
An online or chat
‘ask a librarian’
(reference)
service
An information
consultation
service for
patients who
have been
referred by a
clinician
%
responses
Less need for a physical library
for the purpose of answering
clinical queries:
‘point-of-care resources in my
pocket (phone) and I also have
online access’

Future directions in consumer health
literacy
Registrar: ‘Patients bring in information.. what to do.. don’t know
what the role of a library could be?
– The scariest thing for me is the patient who comes in with highlighted
printouts; I don’t know what or where the good information is.
– For the patient who is never satisfied, who will keep googling – could
they be directed to an independent person eg a librarian’ [with an
Information Prescription from the clinician].
Context
Consumer Engagement – National Safety & Quality Standards
Consumer Focus Pillar 1 – Barwon Health Strategic Plan 2015-
2020
-> Consumer health literacy ‘space’
-> Library Marketing Plan Critical Issue #1 Consumers as clients
-> Education Librarian

Research, writing, presentations
0
10
20
30
40
50
60
70
80
%
responses
No easy pathway to
doing research..
library could be an
integration centre
sometimes I just
want to talk to
someone…
need to know how
to manage
research literature,
how to write a
literature review
(the consultant
knows, but no time
to teach).
There’s a ‘drop in
clinic’ for stats –
how about a ‘drop
in clinic’ for writing
skills

Future directions in research
Registrar: ‘The Library is the infrastructure, a source of published
information AND a place to find out about research activity and
support in Barwon Health’
-> Integrated spaces library/research staff, facilities, activities
-> Tutorial/meeting/teaching/videoconferencing/auditorium
-> showcase BH research, public forums, knowledge translation
-> New Research Librarian position, implementing
– Data Management Planning Tool
– Bibliographic reference management system
– Research information literacy training program
– Digital repository

Teaching
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
Small group
‘round the
table’ for
informal hands-
on teaching
Tutorial and
lecture rooms,
presentation/te
aching facilities
Small group
tutorial rooms
for formal,
didactic
sessions
Developing and
viewing web-
based tutorials
and elearning
tools
Videoconferenc
ing
Series1 76.9% 73.1% 70.5% 35.9% 25.6%
% Responses
I conduct ICU tutorials
for med students, and
junior medical staff, I
need less formal
settings, meeting
space, tutorial rooms.
I’m not affiliated with
Clinical School, junior
doctors are part of BH,
library meeting rooms
would be useful to
book for teaching.
hands on teaching for
information not
available in books
where the ‘feel’ is
important

Collaborating & networking
The Library could be a
recruitment/marketing
opportunity, facilities
for research are sought
after..eg meeting
rooms, collaborative
spaces, a network of
researchers with chief
residents taking on an
advisory role, involving
supervisors of training
for each department.
Study partners and
groups can be
separated and in
different locations, we
want to continue as a
group – this is VERY
common
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Videoconferencing for study
groups, research partners,
ongoing education
Research network support
meetings
Videoconferencing for interstate
fellowship meetings
Promotion of research
publications/activities using
social media
External group events
% responses

Floating
Mezzanine
• Natural light facing north,
overlooks a void
• Glass shell (double glazed)
• Quiet study spaces on perimeter,
double screens
• Central low level shelving for
clear line of sight
• Study lounge with informal
teaching booths
• Meeting/tutorial/teaching rooms
• Videoconferencing

Ground Floor
• Café + deck connects to
apartments
• Conference/Auditorium
(seats 100) – Library
manages bookings
• Board Room
• Consumer health literacy
foyer (main entrance)
• Oral history multimedia
display space
• Doctors’ Lounge
• Research staff

Compiling the Evidence to Chronicle the State of the
International Veterinary Library Landscape

Medical Sciences Library
Setting
Academic veterinary
libraries are often part
of large university library
systems, impacted by
changes in higher
education and changes
in accreditation
expectations …
Change is constant

Trigger
Reports from colleagues …
“Bring out your dead! Bring out your dead!”
--Paraphrase from Monty Python
OR
“The reports of my demise have been greatly
exaggerated.”
--Paraphrase of Mark Twain

Objectives
Compile evidence and descriptive information from
international veterinary colleague libraries serving accredited
veterinary schools
• Space
• Collections
• Reporting relationships
• Funding sources
• Librarian assignments
Create longitudinal datasets to facilitate benchmarking and
trends analysis

Methods: Survey
• Distributed broadly to institutions
and individuals in spring 2015
• Ties respondents to accrediting
agencies
• Focus is 5 year window
• 20 questions

Results: Survey Respondents

Results: Responses by Accreditation
61%
7%
12%
10%
10%
Respondents
AVMA AVBC EAEVE RCVS Other

Conclusions

Creating the Composite Veterinary Library
• Adapted from the Association of
Academic Health Science
Libraries annual survey
• Tool for benchmarking and
trends analysis
• Constructed from the majority
response for selected data
reported

The Composite Veterinary Library
• Located within the College
• Collections located in
veterinary library
• Reports to and funded by
university library
• Funding unchanged (47%) or
reduced (41%)
• Space unchanged (41%) or
internally reassigned (37%)

• Staffing
– No significant changes reported by 56-73%
– Decreases reported in librarians, clerical
and student workers by 25-29%
– Decreases reported in paraprofessionals by
42%
• Collections
– Prefer electronic over print
– Retain earlier print editions
– Include audiovisuals

• Onsite services and activities
– LibGuides (92%)
– Reserve book collection (92%)
– Collection development (92%)
– General research consultations (90%)
– Computers (90%)
– Individual study spaces (84%)
– Expert searching (82%)
– Bibliographic instruction (80%)
– Group study spaces (80%)
– Acquisitions (62%)

The Composite Veterinary Librarian
• Responsibilities increased
• Activities
– Collection development (96%)
– Reference (94%)
– Bibliographic instruction (92%)
– General research consultations
(88%)
– Expert searching (86%)
– Acquisitions (61%)
– Teach part of course within
curriculum (49%)
– Systematic review consultations
(49%)

The Composite Veterinary Librarian
• Position changes
– No changes (57%)
– Reassigned in last 5 years
(35%)
– Consolidated in last 5 years
(10%)
• Changing workforce
– 10% currently in interim
position
– 37% assumed position in
last 5 years
– 22% will retire in next 5
years

Next Steps
• Solicit additional respondents
from all accredited libraries
• Create longitudinal datasets by
accrediting agency as well as
comprehensive
• Share results with participants
and other colleagues
• Publish a report of results
• Create a web portal for use of
survey participants
• Repeat the survey annually

Questions? Thank You!
Contact:
Esther Carrigan, AHIP, ecarrigan@library.tamu.edu
Heather K. Moberly, AHIP, hmoberly@library.tamu.edu
Derek Halling, AHIP, dhalling@library.tamu.edu

A training needs analysis case
study at Legal Aid Queensland
Presented by
Claudia Davies & Richard Vankoningsveld
July 2015

Aims of this project
• To develop an effective and sustainable training needs analysis
(TNA) methodology to inform the future development of the LAQ
library’s training programs
• To determine whether the mix of TNA activities identified and
performed provides the evidence required to develop a relevant
training program for our clients

Library training at LAQ
• Existing library training plan developed in 2008 and reviewed
occasionally on an ad hoc basis. Did not contain a needs
assessment component
• 7 programs identified:
– Induction; individual instruction; group training; regional office program;
current awareness; training external clients; and library staff
professional development programs
• Training plan redeveloped in 2014
• Decision was made to include a TNA process in the training plan to
inform development of future training activities

The TNA
• Multi-faceted approach - 5 components
– Empirical, observational and anecdotal evidence
– Self-assessment techniques avoided
– Used all the data we could – to determine which was most fit for
purpose
• First full analysis performed in 2015 – using 2014 data

Query log analysis
Aims to provide empirical evidence on client searching behaviours
through an analysis of log data from library catalogue and KM
databases

Introduction
• Automated analysis performed on all databases, further manual
analysis on Catalogue, Judgments and Comparables databases
• Data provided from DBText logging capability
• Automated analysis performed using MS Excel
• Manual analysis of failed searches – those returning 0 results

Results
• Demographics
– 98% of searches performed between 7am – 7pm
– Consistent use between 8am – 4pm
– Significant variation in use each month – doesn’t correlate with school
holidays
– 70% of searches originate from Brisbane office, 30% from regional
offices
– Brisbane floors 3 & 4 biggest users – crime and inhouse barrister teams

Results
• Catalogue
– 71% of searches from predefined topic links on Intranet – like libguides
– Only 19% of searches use traditional search form
– Single search field use dominant when free searching
– Failure rate of 15% when free searching (return 0 results)
• Judgments database
– 42% of searches from current awareness services
– Some free search fields had very high failure rate (66% for Court field)
• Comparable sentences database
– Complex search form with lots of fields
– Most fields used in < 10% of searches
– Most popular field (charges) searches frequently fail due to usability problem

implications
• Demographics
– Spread of queries – validates library staff availability during business
hours – consider out of hours support
– Variation across months – schedule training for quieter periods
– Regional staff usage – need for access to training and support
• Catalogue & databases
– Some predefined searches valued and worth maintaining – others
candidates for review
– Usability improvements made to search forms – more required
– Other search technique problems can be addressed with training

Vendor statistics analysis
Aims to provide some empirical evidence on the ways LAQ staff
consume some key vendor provided legal resources

Introduction
• Statistics provided by two main vendors contain basic data on usage
for online research products the library subscribes to
• Scope, quality and frequency of data varies between vendors
• Raw usage data for products grouped by product type (caselaw,
legislation etc.) and by subject area (criminal, family etc.) and
analysed using MS Excel

Results – Westlaw AU
• Commentary and caselaw resources most popular
• Journal usage low (11%)
• Users likely to view 1 – 2 items per search
• Download rates low – only 1 in 10 searches results in a download

Results – LexisNexis
• More even spread of usage types than Westlaw AU – commentary,
caselaw, legislation all similar
• Searching dominant – browsing less than 10% generally
• Exception being criminal commentary closer to 60/40
searching vs browsing

Implications
• Generally clear:
– High usage caselaw and commentary across platforms – focus for
training
– Low journal usage reasonable given type of work we do
• Possible to hypothesise:
– Download rates low on Westlaw – happy reading on screen or in need
of training?
– High figures for browsing might point to problems searching
commentary services on LexisNexis?

Research request analysis
Aims to provide anecdotal evidence of the legal research needs
and skill levels of legal staff, insight into the variety of work
performed by LAQ staff, and highlight any patterns that exist in
those requests

Introduction
• Library records details of all research or reference interactions in a
DBText database
• Each request is classified by
– Type (e.g. caselaw, legislation, general research, legal research)
– Complexity (ready reference, simple, complex)
– Division (e.g. criminal law, family law)
– Team/location (e.g. child protection, Woodridge office)
• Some changes to the data captured by the database were required
for the TNA

Results
• Complexity of requests
– 3% ready reference; 74% simple; 23% complex
• Subject area
– 50% case law; 10% legislation; 7% mixed (general legal research)
• Location of requestor
– 25% criminal; 25% family/civil; 25% regional; 15% barristers
– 9 of top 10 user groups were legal staff

Discussion
• Spread of requests is even across divisions, but not teams – target
high users for training – promote services to the low users
• Target non-legal teams for promotion of our services – what can we
do for them – focus for future needs assessment?
• Bulk of requests for simple reference – finding reports, simple
comparable sentence searches, finding cases by citation etc –clients
are time poor or need for basic training

Client observation
Aims to provide direction for library training from ‘coalface’ client
stakeholders, and allow library staff to gauge client skill levels
directly

Introduction
• Two sets of unstructured observations occurred in 2014
• Library staff carried out observations of lawyers providing advice
and representation to clients
• Approvals gained from team leaders, lawyers and clients
• Observed
– information needs
– resources used
– potential gaps between needs & skills
– problems encountered
– opportunities for team training and
– opportunities for developing library services or programs for that team.

Results
• Team 1 – legal advice and representation - Mags Court duty lawyer
– Little capacity for on-the-spot research
– Rely on skills and knowledge honed on the job
– often summary appearances - no legal questions arising etc
• Team 2 – telephone legal advice
– Have their own set of resources that they refer to
– Repeat situations, so often have pre-prepared answers
– If complex, escalated to another team
– Expressed need for current awareness – particularly legislation changes

Discussion
• Evident from the observation that there is little need for legal
research skills in these roles
• Library staff gained understanding of the work in these roles -
relationship building and promotion
• Current awareness service created to address current awareness
needs relating to legislation

Client stakeholder interviews
Aims to provide direction for library training from senior level client
stakeholders, and anecdotal information on the gaps in client
research skills

Introduction
• Interviews held with 6 team managers, kept to 15 minutes maximum
• Two open questions provided in advance:
– What 3 (or more) things do you really want your team members to be
able to do?
– Which of these, if any, do they currently struggle with most?
• Follow up questions
– Elucidate details
– Preferred format and timing of training
• Results recorded and correlated by library staff

Results
• All interviewees expressed a requirement for caselaw training of
some sort; half specified comparable sentences training
• Legislation research & effective use of commentary service
• All provided feedback on the mode of delivery, e.g.
– Best time of day/week
– Duration
– CPD vs small group vs individual
– Not particularly interested in virtual on demand training

Discussion
• Will form basis for content of training for the year
• Will inform decisions around mode of delivery – timing; length of
sessions etc
• Will likely be delivering more targeted training to teams in light of
findings

The TNA Process
• The use of 5 separate components provided empirical and
anecdotal evidence about
– searching and browsing behaviour
– skill levels
– research needs
– gaps between actual and ideal performance
• Mix of methods superior to relying on any one method
• Some assumptions about needs confirmed, some adjusted and
some busted

What didn’t work
• Underestimation in time required to develop and perform a TNA
process of this scale
– Determining appropriate components
– documenting the methodology
– creating the excel spreadsheets to automate query log and research
query analyses; and
– retrospectively classifying research requests
– determining the format and content of the first TNA annual report.
• Vendor statistics – quality of data generally poor –high level– difficult
to infer much about behaviours from it

Additional benefits
• Interest from senior management
• Documenting value of training & reference services
• Developing client relationships
• professional development of library staff
• Identifying and correcting database interface and usability issues

Future developments
• Review training schedule, develop and deliver training sessions
• Repeat TNA annually
– Some components each year in more detail
– Include user survey
• Produce annual training report
• From 2015, analyse trends across years

Were aims met?
• Was the TNA effective? Yes
• Is it sustainable? Yes
• Did we get the mix of components right? Yes, probably

Understanding how researchers experience
Open Access as part of their Information
Literacy
Heriyanto
Helen Partridge
Kate Davis
Information Studies Group, Information System School
Queensland University of Technology
EBLIP8, 6-8 July 2015
QUT, Brisbane, Australia

Background of the study
 Subscription-based journal for research
publication
 Open access has emerge as another viable way
for academic to publish and disseminate their
research

Open Access
 Green and gold open access
 Open Access publication is digital, online, free of
charge, and free of most copyright restriction (Suber,
2012)

 Two main areas of enquiry that have been explored: impact and
user perspective
 Impact: how frequently articles published in open access
channels are cited compared to articles published in other
channels
 Sample studies: Chaudhuri and Thohira, 2010; Gaule and
Maystre, 2011; Koler-Povh, Juznic and Turk, 2013
 Result: increase in citation, they get more readers, disseminate
earlier and wider
Research on Open Access

Research on Open Access
 User perspective: researchers attitudes toward Open
Access
 Sample studies: Stanton and Liew, 2011; Jean, Rieh,
Yakel, and Markey, 2011
 Result: researchers aware of the term Open Access, they
support access, they use Open Access information

Information Literacy
 This research is informed by the relational
perspective of information literacy
 This is the perspective that emphasises the
relationship between users and information, and the
way users experience the world (Bruce 1997).

Research Questions
 How do researchers experience Open
Access as part of their Information
Literacy?

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